关于举办2015年中国足协D级足球教练员岗位培训班的通知
各市（州）体育局、长白山管委会社会办，公主岭、梅河口市体育局，足球协会：
根据中国足协2015年教练员培训计划安排，吉林省足球协会（吉林省体育局青少年训练管理中心）将承办2015年中国足协第59期D级教练员培训班。现将培训班有关事宜通知如下。
一、培训时间、地点
时间：
2015年7月13日至19日。
地点：长春市双阳区长春科技学院文体活动中心。
二、报名事项
（一）身体健康、热爱足球教练员事业、有一定足球训练基础的足球学校教练员、业余体校教练员、大中小学体育教师、在籍体育大专和本科学生、职业俱乐部退役队员均可报名。
（二）请按要求填写培训报名表（见附件），用中文填写，然后将电子版报名表，身份证、二寸护照照片、学历证明、工作证明或从业经历证明扫描件，于6月15日前发送至邮箱：29190939@qq.com。
（三）由于培训名额有限，所以将本次培训的名额分配给各市州，由各市州足球协会报名，尚未成立独立社团法人性质足球协会的地区，由当地体育行政部门报名。名额分配如下：长春市3人、吉林市2人、延边州2人、四平市2人、通化市2人、白城市2人、辽源市2人、松原市2人、白山市2人、长白山管委会1人、公主岭市1人、梅河口市1人、吉林省足球协会（吉林省体育局青少年训练管理中心）2人。
（四）请各地体育行政部门或足球协会将报名单（附件1）报名汇总表（附件2）加盖公章并由主要负责人签字，于2015年6月15日前邮寄至吉林省体育局青少年训练管理中心，地址：吉林省长春市南关区吉顺街1202号，邮编：130022，联系人：唐彬蔚。
三、费用标准
培训相关费用学员自理,包括：
1、学费每人500元；
2、食宿费每人每天150元；
3、往返交通旅差费。
四、其它
（一）装备自理（训练服、运动鞋、足球鞋）。
（二）必须提供县级以上医院出具的本人身体健康证明，否则将不予通过报名。
五、联系方式
联系人：唐彬蔚；
联系电话：0431-88638344。
此通知。
附件1：中国足球协会教练员培训班学员报名表 附件2：中国足球协会D级教练员培训班学员报名汇总表
中国足协D级教练员培训理论课
一、准备活动；
包括：慢跑、牵拉（前后）、加速跑、结合球、变向跑；
应速度训练；
注意：区分队员和守门员；
原则：带有移动的活动、简单有效、必要的活动（全方；
导、与比赛有关、易组织安排；
训练结束应进行放松整理、慢跑、静力牵拉（每个动作；
二、技术与技能的发展；
技术：运动员完成单个动作的能力；
技能：运动员在正确的时间和位置上根据需要选择使用；
技术种类：；
技术的发展方向：
一、准备活动
包括：慢跑、牵拉（前后）、加速跑、结合球、变向跑、变速跑、动力性牵拉（时间短）、反
应速度训练
注意：区分队员和守门员。赛时分主力和替补（30-45min根据天气安排） 原则：带有移动的活动、简单有效、必要的活动（全方位）、多样性、适用于环境、不要指
导、与比赛有关、易组织安排
训练结束应进行放松整理、慢跑、静力牵拉（每个动作15-20s）
二、技术与技能的发展
技术：运动员完成单个动作的能力。
技能：运动员在正确的时间和位置上根据需要选择使用正确技术的能力 技术种类：
技术的发展方向：越来越快速、简练准确、个性化
如何发展技术：用越来越快速、简练准确、个性化的标准来指导学生 如何选择：运动员是否选择了合理的方法（传球or控球） 如何去做：当运动员做出最佳选择时，他们就要确定如何达到目标 如何使用合理技术：在决定如何做后，运动员需要在恰当时机里运用正确的技术动作
发展技能的基本过程：A.无对抗条件的单个技术动作练习机会 B.增加其完成技术动作的难度
C.通过良好的演示鼓励运动员大胆展示所掌握技术动作 D.使其相互合作和对抗，使其有机会正确使用技术动作 发展技能的方法：A 重复练习 B 强烈的求知欲 C 练习要尽量贴近比赛
D 在比赛时的情景去完成技术动作 E 在实战中发展、提高足球技能
三、设计一堂训练课 比赛是最好的老师，所有在比赛中发生的情况均可以拿来练习
如何设计：在比赛中发现问题、首先找出要改善的实际发生情况、制定一个最接近比赛的练
习、再根据这个练习慢慢简化、从繁复的练习回到最简单的技术练习 制定练习：从比赛开始、建立最接近比赛的练习、从而慢慢制定到最简单的技术练习、当你
开始练习时是从简单到难到比赛
制定计划需要考虑：课的目的、上课区域、上课时间、上课人数、装备、队员水平、训练方
法、训练助理、其他 训练中的运用：从简单到复杂 安排球员仅仅练习技术，不要有压力
可在进攻队员身后增加防守队员（球员可有选择性） 加强攻击的一方以体现重点 最后发展成游戏情况 回到比赛 结构：
一、准备部分 5个环节：15-25min的时间分配、心率要求
1、热身：慢跑/游戏
2、动力性牵拉（无球、有球、跑操）静力性牵拉/伸展（可忽略）
3、加速跑（心率：20-25次/10s）
4、活动球（一般/结合主题）
5、移动（前后左右）/频率+起动跑/+起跳（心率25-30次/10s）
二、基本部分
练习1：技术、技能的重复练习 特点：引导阶段
较为简单，但应于下一阶段紧密衔接，此阶段应适当结合对抗情况下进行。教练员纠正错误动作外，不宜过多暂停教导。
要求：侧重技术、技能，对抗练习人数少，对抗弱，重复次数多。
技能的重复练习：可在进攻队员身后增加防守队员、球员有选择性、加强攻击一方以体现重点
练习2：特定场景的对抗练习 特点：学习阶段
此阶段要在对抗情景下，反复磨练。教练员此阶段应对重点问题予以指导、纠正。按照T：技术、I：意识、C:交流几个方面去观察、指导。使其能够顺利进入下一阶段的训练 要求：渗入战术、增加人数、提高对抗、体现主题（
1、限制：场区/脚数
2、要求：
3、得分方式），使得主题要求的场景更易更多的出现。
练习3：比赛情景的实战练习 特点：巩固阶段
此阶段要在比赛情景下练习合理运用技战术，尽量把本次训练的目的和主题在比赛情景下体现出来。因此在此阶段，每个技战术要在接近比赛情境下进行，并尽量反复、重复出现训练目的和主题要求的技战术。
要求：
1、进一步渗入战术要求，增加对抗练习人数（不少于5V5），提高对抗激烈程度
2、突出主题（A、得分方式：得分和不认可得分 B、其他方式）
三、结束部分
从生理角度看，队员训练后必有放松整理步骤
训练完后应慢跑，伸展活动（区别于热身），有助于队员在高强度的训练后身心得到休息，以利于下次训练
注意：训练主题和目标的确定除了分析比赛还有什么依据：队伍比赛需要、队员年龄发展阶段
四、足球赛的三个时刻 当队伍拥有球的时刻、当对手拥有球的时刻、当转换交替的时刻（守到攻、攻到守）
1、当队伍拥有球的时刻：
持球队员可作如下选择：传球向前、带球过人突破、射门 无球队友可作如下选择：移动协助进攻、移动破坏对方防卫
2、当对手拥有球的时刻：整队队伍均要防守，最近球的队员压迫，其余队员马上保护、盯
对方球员，队伍或整队运用压迫对手以便尽快夺回控球权
3、当转换交替的时刻 攻到守：
尽快在态度上转换
尽快在行动上转换：技术性（压迫、盯人、追人）、战术性（保护、逼迫、紧密）
守到攻：
尽快在态度上转换
尽快在行动上转换：快速向前传球、目的向前场目标、其他突破队员快速移前、尽快攻 门
五、各年龄段青少年训练的特点、内容及教练员的职责 青少年的特点：青少年的发展会经历不同阶段 不同的需求，态度和成长阶段 身体、生理和心理层面 6-8岁特点：身体素质力量较弱 缺乏注意力和集中力 极强的模仿能力（视觉记忆） 热爱足球，为自我而战 得到快乐的欲望
6-8岁训练内容：基本技术 初学者级别的练习方法 小范围的比赛（4x
4、5x5） 练习和比赛交替进行 分组和分队实力平均
教练员职责：
确保比赛和训练的安全性和组织性 （6-8岁队伍） 进行示范 表述语言简练、演示简短清晰 较少暂停、更多队员练习的时间 多给队员鼓励
9-10岁特点：耐力和速度力量的增加 更好的协调性 更好的视觉记忆 充足的自信 分析的能力 学习和发掘的欲望 团队精神、团队意识
训练内容：基本技术（足球专项技术） 队伍基本构成
速度、灵敏、反应、协调性 训练比赛
小范围比赛（5x
5、7x7） 比赛与练习相互交替 分组分队实力平均 教练员职责（9-10岁） 教育教学的方法 给予技术和心理指导 组织与沟通能力 团队精神
具备基本的足球知识 具备演示、执行和纠正的能力 多给队员以鼓励
11-12岁特点：较大的生理变化 更好的平衡和协调能力 更好的视觉和听觉记忆 批判思想和分析的能力 较高的注意力 求知的欲望 具有主见 对抗能力的提高 团队精神
训练内容：速度、灵敏和反应 协调性 基本技术
基本队伍构成 3-2-3 比赛基本原则和跑位演练 场上空间的控制
小场地比赛 5x5 7x7 9x9 8x8 鼓励队员的创造性 个人的主动性
教练员职责11-12岁：教育与教学的方法 团队精神 练习的质量 足球知识
交流与沟通的能力 通过练习进行学习 鼓励团队合作 演示、执行和纠正 给予队员更多鼓励
训练课的准备：书面的训练教案 目标
必须时间、空间
适应青少年队员的特点及培养个性球员 训练课的组织：场地的准备 急救药物的准备 团队/小组的组织 练习的长度和评价
训练课的执行：简短全面的训练课目标讲解 练习内容的讲解
小组和团队的构成，根据队员特点 结束训练课：聚集队员放松 总结和下堂课简单介绍 回收器材
安排队员离开场地
六、教练员的指导要求 四个主要方面：
一般印象：外表、热情与态度、激励与感染力 组织安排：场地设施和分组的能力和效率、真实感、重组情况
观察指导：认识并找出错误、诊断错误原因与正确指导、进展依据队员能力 表达交流：理解明白课题、清晰语言表达、正确使用示范
七、足球训练原则和方法
足球训练原则：目的、计划、用球、训练转移、强度与练时、竞争性、教学与指导、沟通与交流、检讨评估、个别、趣味性。
足球训练方法：
1、技术：基于个人或者几个人的训练。队员主要练习踢球的各种技术动作，没有对手紧逼压力，着重训练正确的技术动作。
2、技能：基于个人或者小组的训练。训练队员在对抗条件下运用正确的技术动作。队员需要在类似比赛的情况下做出决策。
3、小型比赛：两队间的比赛，规则与正式比赛相似，各队队员少于11人，双方队员人事可相等，也可不等，根据队员实际情况和教练意图设计训练目标。
4、附加条件的比赛：如限制触球次数
5、团队练习：不是22人的训练只是每条线上减少队员，但职能不减。
6、只能练习：位置训练、训练要有实战场景，对手及比赛区域
7、阶段打法练习：比赛中在某个场区某个时刻的打法练习，如中场反击打法等
8、正式比赛
七年级英语I’d lie se ndles教案
Unit8I’dliesendles
一教学内容：
Unit8I’dliesendles
二语言功能：
rderfd
订餐
三目标语言：
hatindfndlesuldulie？I’dliebeefndles
2hatsizeblfndlesuldhelie?
He’dlieasall/ediu/largeblfndles
四重点单词和词组：
fish
n鱼
表示条数或数量时，单复数同形。
Therearethreefishinthebl鱼缸里有三条鱼。
表示不同种类的鱼时，加es
Therearethreefishesinthebl鱼缸里有三种鱼
表示鱼肉时，是不可数名词
Iliefish我喜欢鱼肉。
v钓鱼
ulduliegfishingithe?你想和我去钓鱼吗？
练一练：（1）池塘里有许多种鱼。Therearean______inthepl
（2）池塘里有许多鱼。Therearean______inthepl
（3）我喜欢吃鱼肉。
Ilieeating_____
2iedater冰水
3drin
n饮料
haveadrin
喝，饮
Hedesn’tserdrin他不抽烟也不喝酒。
4large
ad大的，宽大的，侧重面积体积之大large=big→sall
hinaisalargeuntr
中国是个大国。（强调面积）
big侧重体积之大还表示人的高大和长大
→little
hinaisabiguntr中国是个大国。（强调实力）
great伟大的可指抽象的程度。
hinaisagreatuntr中国是个大国。（抽象意义上的伟大）
ptat
土豆
（复）ptates
6rder
n订单
aItaeurrdern?你们可以点菜了吗?
v
命令rdersbtdsth
Thedtrrderutbequiet医生嘱咐你要保持平静。
rdersbsth=rdersthfrsb
fatherrderanedesfre父亲为我订做了一个新写字台。
taeanrder接受……的订购
7eat食用肉类
牛beef牛肉/
hien鸡hien鸡肉/gat山羊sheep绵羊uttn羊肉/
pig猪pr猪肉
8dupling饺子
prridge粥
ndle面条
sup汤，羹
rie
米饭
9asellas还，而且
earelearningEnglishasellasapanese
我们在学英语，也在学日语。
0ablf一碗
a（large,ediu,sall）blfndles一碗（大、中、小）面
ablfrie一碗米饭
tblsfduplings两碗饺子
1speialn特价品（美式口语）,特别之物，特别节目
Inurshp,haburgersarenspeialtda
今天我们商店的汉堡包特价。
ehaveafespeialsntheenuthisevening今晚我们有几个特色菜。
speial
ad特殊的
特别的
Shersinaspeialhspital她在一个专科医院工作。
2beefandarrtndles
胡萝卜牛肉面thendlesithbeefandarrt
五重点句型和表达法：
I’dliesendles
我想要一些面条。
uldlie想要=ant
用法：（1）uldliesething
I’dlieseduplings
（2）uldlietdsething
The’dlietplaftballaftershl
（3）uldliesebdtdsething
She’dlieetgshppingithher
uldulie…?
用于委婉的提出建议，或征求对方意见。
肯定答语：es,pleasees,I’dlie/lvet
否定答语：N,thans
--ulduliesetea?
--es,please/N,thans
--uldulietgsiingithus?es,I’dlvet
练一练（1）I’dliethe_____（sta）frdinnerithus
（2）Shelies_____（ath）TVatnight
（3）hatindffruit______（ill）ulietbu?
（4）–uldulieaupftea?-_______
AI’dlieil
Bes,Iuld
u’reele
Des,please
（）Theantsegreentea（同义句）
The________________greentea
（6）She’dlieserie（改为一般疑问句）
______she__________rie?
2hatindf…uldulie?
常用来询问某人想要什么类型的……
hatindfviesuldulietsee？
hatindfbirthdapresentuldulie?
练一练（1）euldlietatandeggndles（对划线部分提问）
_____________ndles______thelie?
（2）Luliesndlesithbeefandnins（对划线部分提问）
__________________ndles_____Lulie?
3hatsize…uldulie?常用来询问某人想要物体的尺寸大小。
hatsizeaeuldulie?
hatsizeshesdesurbrtherear?
练一练
She’dliealargeblfndles（对划线部分提问）
__________blfndles_____shelie?
4be＋动词＋钱数＋fr＋商品数量
表示商品价格
TheseDsareRB10fr3
TheapplesareRB3fr
练一练（1）–Huhisthisindfduplings?–It’s10RB_____20
Af
Bfr
at
Din
（2）-uldulie_____rangeuie?
-es,please
Ase
Ban
an
D/
七年级英语下册Unit8 Topic1 Section D教案
Section D needs 1 period.Section D需用1课时。
The main activities are 1a and 4.本课重点活动是1a和4。
Ⅰ.Aims and demands目标要求
1.Learn some new words and phrases:
everything, come back to life, come out, be busy doing sth., leaf, wind, strongly, report
2.Learn some useful expreions about the seasons.
Everything comes back to life.
Trees turn green and flowers come out.
It often rains and sometimes it rains heavily.
It’s cool and the leaves fall from the trees.
The wind blows strongly, and sometimes it snows.
3.Talk about the weather and temperature.
Beijing is sunny.
The high temperature is 10℃ and the low temperature is 2℃.Ⅱ.Teaching aids 教具
多媒体课件/录音机
Ⅲ.Five-finger Teaching Plan 五步教学方案
Step 1Review 第一步复习(时间:10分钟)
复习询问天气的功能用语。
让学生们用本话题所学重点句型编一个有关天气和季节的对话，
给三分钟时间准备，自觉上前来表演，表现好者给予鼓励。
T: Now.Let’s congratulate the winners.(学生向获胜者鼓掌。)
Step 2Presentation 第二步呈现(时间:11分钟)
出示多媒体课件，呈现1a, 完成1b。掌握描述四季的差异的表达方法。
1.(一年有四个季节, 每个季节之间肯定会有不同之处, 到底有哪些不同之处呢？呈现1a。
听录音，回答下面的问题：
（1）What’s the weather like in spring？
（2）When does summer usually begin?
(学生阅读并做笔记, 教师巡视, 发现速度慢的学生, 教师可以个别指点。)
2.(时间到, 核对答案。根据学生回答, 板书并导出新单词。) T: Time is up.Let’s check the answers.
3.(播放录音, 让学生跟读。)
T: Listen to the tape and follow it.
Step 3Consolidation 第三步巩固(时间:6分钟)
巩固1a, 学会复述短文。
(学生通过阅读1a文章, 做1b练习, 已对四季的差异有了大致了解。现在可以根据自己做的笔记, 不看课文复述短文, 同时教师用课件出示四季图片, 可让学生看着四季图以及上面的板书内容，回忆并复述。)
T: Good.Now please retell the paage according to your own notes.
You can also get help from the pictures and the key words on the blackboard.
S1: In China, spring returns and many things come back to life in March.
The weather gets warm.
It is a wonderful season.Summer begins in June.It is very hot.The
leaves fall from the trees
in fall, and the farmers are busy harvesting.Then winter comes.It
lasts from December to
February.We all wear warm clothes.The wind blows strongly.
Sometimes it snows.
T: Very good.Now, S2, please retell the paage again.
S2: …
…
Step 4Practice 第四步练习(时间:10分钟)
掌握季节的功能用语, 进行知识拓展。
1.(学生通过复述, 已经掌握了很多四季之间的差异。现在可以进一步探讨现实生活中四季之间的差异。把学生分成春、夏、秋、冬四组, 春天这一组讨论与春天有关的话题。夏天这一组讨论与夏天有关的话题, 依此类推。教师可以在旁边观看并指点。讨论过程中每组学生可以把相关的讨论结果写在黑板上。然后比一比，看哪一组做得最好。)
T:Good! Now can you find out more differences in different seasons? I will divide you into four groups.Each group stands for one season.Please discu and write your answers down on the blackboard.Let’s see which group does the best.
Group 1, please write down the sentences describing spring.
Group 2, please write and tell us what summer is like.
Group 3, please work for fall.
Group 4, please describe how winter is different from others.
Ss: OK.
2.(由上面的活动转入2。请同学们根据2的信息，写一则天气预报，可适当进行扩展。)
T: Boys and girls, we do different sports in different seasons.But before we go out, we’d better know the weather.Do you know how to write a weather report? Now, please look at 2, and try your best to write a weather report according to the information.
(写完后，老师点几名学生朗读他们所写的天气预报，并作适当讲解。)
T: OK.Now let’s ask some students to read their weather reports, S1 …
Step 5Project 第五步综合探究活动(时间:8分钟)
利用所学知识, 学会表达对季节的喜好。
1.(不同的季节有不同的天气, 人们可以进行不同的活动。进入小组讨论, 谈论每个人在不同的季节里的服装穿戴和进行的活动。)
T: Good! We know in different seasons, we wear different clothes and do different sports.Now work in groups, and discu what kind of clothes you wear and what sports you do in different seasons.(学生开始讨论, 2分钟后让学生汇报。)
T: Now can I share your ideas?
S1: I like wearing coats in winter and I like skating.
S2: I like wearing T-shirts in fall, and I like climbing mountains.S3: …
…
2.(家庭作业。)
(写一篇短文, 描述自己在不同的季节所喜欢的衣服和运动。)
仁爱英语七年级下册Unit8 Topic1 SectionD教案
学校：冯桥初级中学
姓名：邓红艳
九年级英语下册Unit6 Topic 3 Section
D教案(仁爱版) 本资料为woRD文档，请点击下载地址下载全文下载地址SectionD
Themainactivitiesare1aand4.本课重点活动是1a和4。
Ⅰ.Teachingaimsanddemands教学目标
.mastersomenewwordsandphrases:
hurry,hurryup,head,inthefuture,awake,anyminutenow
2.Exprefarewells:
wehaveonlyalittletimelefttosaygood-bye.
I’msadtobeherewatchingyouallheadbackhome.
whichflightwillyoutake?
I’msorrywehavetogonow.
Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.
we’llmiyou!
keepintouch!
Haveasafeflight!
Ⅱ.Teachingaids教具
录音机/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1
Review第一步
复习
.
T:S1，礼轻情意重。
S1:It’sthethoughtthatcounts.
T:有志者事竟成。
S2:wherethereisawill,thereisaway.
T:凡人皆有得意日。
S3:Everydoghasitsday.
T:Nopains,nogains.
Ss:不劳无获。
T:Afriendinneedisafriendindeed.
Ss:患难朋友才是真朋友。
T:Anearlybirdcatchesworms.
Ss:勤能补拙。
T:wastenot,wantnot.
Ss:塞翁失马，焉知非福。
T:AllroadsleadtoRome.
Ss:条条大路通罗马。
T:whenin
Rome,doasRomansdo.
Ss:入乡随俗。
2.
T:whatdoesagraduationceremonymark?
Ss:Itmarkstheendofaperiodinone’choollife.
T:Itmeanomethingelse.whatdoesitmean?
S4:Itmeanswemustleavethichool.
S5:Itmeanswecan’tbetogetheranylonger.
S6:Itmeanswehavegrownup.
S7:Itmeanswecanseeeachotheronlyinourdreams.
S8:Itmeanswemaynotseeeachotheragain.
T:Everythinghasanend.youllleaveourschoolverysoon.
Howdoyoufeelaboutit?
S9:I’mhappy.
T:why?
S9:BecauseIcanfindnewfriendsinanotherschool.
S10:…
S11:…
T:whatdoIfeel?Doyouknow?
Ss:wedon’tknow.whatdoyoufeel?
’T:Ifeelhappybecauseyouhavegrownup.ButIfeeldisappointedtoo.BecauseIalwaysdreamofyouthesedays.whenIawake,Ican
’tseeyou,thenIwillfeelanxiousandhurrybacktoschool.Iwanttogettoschoolearlierandstaywithyouforalongertime.
awake,hurry
T:“Awake”means“wakeup”.
Example:
Ialwaysawakeat6:00,thenIgetupatonce.
T:“Hurry”meansdosomethingmorequicklythanusual.
Example:kangkanggotupandhurriedtoschool.
T:whenwewantsomebodytodosomethingquickly,wecansay.
Hurry!orHurryup!
Andwecanuseitasanoun.
Example:
kangkanggotuplateandhewenttoschoolinahurry.
awake=wakeup
Ialwayswakeat6:00.ThenIgetupatonce.
hurry=dosomethingmorequicklythanusual
kangkanggotuplateandhehurriedtoschool/wenttoschoolinahurry.
Hurry!=Hurryup!
There’slittletimeleft.Hurryup!
T:whereismariafrom?
Ss:Sheisfromcuba.
T:whereismichaelfrom?
Ss:HeisfromtheU.S.A.
T:
whereisjanefrom?
Ss:Sheisfromcanada.
T:NowtheyhavegraduatedfromRen
’aiInternationalSchool.Theyhavetogobackhome.Howcantheygoback?
Ss:Theycangobyair/byplane.
T:Theyareleavingfortheirhomes,theyareheadingbacktotheirhomes.Thatmeanstheyarestartingtogobackhome.
headback=starttoleavefor
T:whereshouldkangkangseethemoff?
Ss:Atairport.
T:yes,kangkangwillseethemoff
atBeijingAirport.
Step2
Presentation第二步
呈现
Step3
consolidation第三步
巩固
.
whyisitasadfarewell?
Howdotheyplantokeepintouch?
Doesmichaelliketowrite?
whatdoesmichaellike?
Theanswersare:
Becausetheymaynotseeeachotheragain.
Theyplantokeepintouchbysendinge-mails.
No,hedoesn’t.
Helikekating.
wehaveonlyalittletimelefttosaygoodbye.
Iwillmiyouall.
I’msadtobeherewatchingyouallheadbackhome.
whichflightwillyoutake?
I’msorryIhavetogonow. Ihopeyouwillhaveagreatfuture.Ilookforwardtoreadingaboutitinyoure-mails.
we’llmiyou!
keepintouch!
Haveasafeflight.
2.
T:Let’stakerolestopracticethedialog.
Step4
Practice第四步
练习
.
T:yourgraduationwillcomeverysoon.Doyouneedtoseeyourfriendsoff?Let
’upposeyouareseeingyourfriendsoffattheairportoratthestation.makeasimilardialoginpairsoringroups.youcanusethesentencesontheblackboardtohelpyou.
2.
Theanswersare:arrived,love,weredancing,topaint,dreamed/dreamt,awoke,mied,sent,meet,don’tforget
T:“Alive”means“continue
toexist”or“keepexisting”,继续存在。wecansay“keepadreamalive”,使梦想不破灭，“keepahopealive”，使希望永不破灭。
①wheredidmariaarrive?
②wheredoeheoftengoforawalk?
③whydidshefeelsad?
Theanswersare:
①She
safelyarrivedatherhometowninHavana,cuba.
②Sheoftengoesforawalkontheseaside.
③Becauseshemiedherfriends.
3.
T:youaregoingtoleaveschool,whatareyougoingtodoaftergraduation?whatdoyouwanttobeinthefuture?Howcanyouachieveyourdream?Pleaseworkingroupsoffour.Thenaskthestudentstoreportforyou.
Name
wanttobe
howtodo
Steve
arist
gotoanartschool
Example:
Stevelikespaintingverymuch.Hewantstobeanartistvery
much,sohewillgotoanartschool
toachievehisdream.
Step5
Project第五步
综合探究活动
.collectfamouayings,thenchooseoneasyourmotto.
2.makeanaddrebook.
Name
Addre
Telephonenumber
motto
Starsign
Hobby
T:whenyouleaveeachotherandwanttokeepintouchwithyourfriends,youcanmakeanaddrebook.Fillinthechartandreportittoothers.
3.Homework
Getyourschoolmatestofillinyouraddrebook.
Unit8 Topic1 SectionD 参考教案
Ⅰ.Material analysis
本节课建议教师用1课时上完。主要活动为Section D 的1a。
本课是本话题的最后一课，要求学生通过本课的学习活动，复习so… that…, such… that…和so that…结构，了解更多与服装相关的知识。本课通过对1a短文的阅读理解，在让学生了解服装的起源与功能等知识的同时，指导学生如何有效地完成任务型阅读。要求学生掌握黑体词discu, 短语protect …from… 和busine, 谚语You are what you wear.的用法，理解白体词skin, materials, uniform, kimono, sportswear, easy-going, saying和function的含义。通过本课学习，让学生了解着装的起源、发展历程及传递的信息。
Ⅱ.Teaching aims Knowledge aims：
1.了解更多的与服装相关的知识。
2.复习so… that…, such… that…和so that…的用法。
Skill aims：
1.能针对所听语段的内容，识别语段的主题，获取主要信息。 2.能引出服装的话题并进行简单的交谈。
3.能通过关键词迅速理解短文大意。
4.能根据写作要求和素材，整理出符合逻辑的短文。 Emotional aims：
了解着装的起源、发展历程及传递的信息。
Ⅲ.The key points and difficult points Key points：
1.了解更多的与服装相关的知识。
2.复习so… that…, such… that…和so that…的用法。
3.有效地完成任务型阅读。
Difficult points：
能根据写作要求和素材，整理出符合逻辑的短文。
Ⅳ.Learning strategies
1 / 5
1.在阅读中抓住关键词迅速理解短文大意。 2.在学习中善于利用图片等非语言作息理解主题。
Ⅴ.Teaching aids computer multimedia projector. Ⅵ.Teaching procedures Introduction（8 minutes）
1.Greet students and make them ready for learning.
2.The teacher shows the pictures of 3 in Section C on the screen.Let students discu the clothes they are wearing in pairs, using so… that…， such… that… and so that…
3.The teacher lets four students from different groups report their results of discuion. Encourage them to give more suggestions if poible.4.The teacher divides the students into five groups.And ask them to look at the five pictures of 1a.Let them discu what information they can get from them.(Each group needs only to discu one picture).They can get the words they need in the vocabulary.Then teacher lets the representatives from five groups report their result of discuion.Their reports should contain their jobs and the features of clothes.They should also explain the meanings of the new words after discuing and looking them up by themselves.At last teacher evaluates their work and strees the new words they mentioned.Presentation (10 minutes)
1.The teacher lets students read the paage of 1a and check their description above.2.The teacher asks students to read the paage again and answer Questions 1-2 of 1b. 3.The teacher lets students tell their answers.Explain the meaning of the new word function.4.The teacher asks the students to read from “For example, when we see a man in a uniform” to “…maybe he or she is lively and easy-going.” And let them complete the sentences of Questions 3-5.5.The teacher lets students tell their answers.6.The teacher asks the students to work in groups and discu the meanings of the sentences of Question 6.
2 / 5
7.The teacher lets students tell their answers.Teach the new word discu.
8.The teacher lets students show the information they searched before cla.Ask them to talk about more about clothes.Consolidation (10 minutes)
1.The teacher plays the recording for the students.Let them listen to the paage and read after it.
2.The teacher lets students discu in groups to understand the paage. Let them collect the sentences they can’t understand within their own groups and show them to the whole cla.The students from other groups may give them a hand if they can. 3.The teacher makes a summary to explain the key points and difficult points to the students: (1) be made of … (2) protect …from… (3) more than
no more than (4) You are what you wear.4.The teacher asks students to read 1a again and find out the key words and sentences. Teach the new word material by pointing at clothes of different materials. 5.The teacher asks students to retell 1a according to the key words and sentences.6.The teacher evaluates the retelling and encourages the students to do better next time.Practice (10 minutes)
1.The teacher asks the students to sum up the words about names of clothing and words for the comments of clothing in this topic.
2.The teacher lets two students list the words on the blackboard.3.The teacher asks the students to read through Sections A-C carefully and fill in the blanks of the grammar table with the correct words. 4.The teacher asks two students to tell the answers.
5.The teacher asks students to find out more similar sentences in this topic and read it aloud.Let them pay attention to the weak form, liaison, pause and incomplete plosion.
3 / 5
Grasp the usage of so… that…， such… that…and so that…
(1) P81 – 1c. (2) P84 – 2.
(3) P84 – 4b. (4) P86 – 3.
(5) P87: People started to wear clothes so that they could protect themselves from the sun, wind, rain and cold.6.The teacher asks the students to read through Sections A-C and fill in the blanks of the function table with the correct words.
7.The teacher asks two students to tell the answers.
8.The teacher lets students sum up other useful expreions in this topic.The teacher adds more and explains them.Production (7 minutes)
1.The teacher asks the students to work in groups.Let each group change the pictures they prepared before cla.
(The people in the pictures may be their friends or the famous stars.) And then let them introduce the people’s dreing.
2.The teacher asks students to talk about what information they can get from the dreing.3.The teacher guides students to discu if their clothes are suitable.Let them give their opinions or suggestions.
4.The teacher asks students to write a paage to introduce the people’s dreing based on the information they discued above.5.The teacher lets students read the paages to the whole cla.The teacher evaluates and revises the paages together with the students.
6.The teacher shows the summary of this section to the students.7.The teacher aigns homework: (1) Review the summary after cla.(2) Write a paage about your favorite clothes.Explain the reasons. (3) Search pictures about uniforms.Teaching Reflection The students show deep interest to the origin and the development of clothes.They are
4 / 5
surprised that they can get so much information from the clothes.The teacher may prepare more pictures containing different styles of clothes for them by showing on the screen.Ⅶ.Blackboard design Unit 8 Our Clothes
Topic 1 We will have a cla fashion show.Section D 1.be made of … 2.protect …from… 3.more than
no more than 4.You are what you wear.
5 / 5
Unit 10 I’d like some noodles.Guji Middle SchoolCheng XinjunThe vocabulary:
noodle, mutton , beef , cabbage, potato, special, would, yet,bowl,order, large, size, would like, take one’s order.Target language:
-----What would you like?
-----I’d like…
-----Are there any vegetables in the beef noodles? -----Yes, there are some tomatoes.Use the target language above to order food.Step 1 Greeting and Preview.
Good morning, boys and girls! …
Nice to meet you! ...
I’m very happy today! For my coming here first time .Hope you help me.OK? ....Thank you! This leon we’ll learn《Unit 10 I’d like some noodles.》Section A1a to 2dLet’s listen and read the new words and expreions.And
gue what they mean.(Show PPT 2)
Can you say the names of the foods? (Show PPT 3---8)
What’s this?It’s noodle.
And what’s this?It’s mutton/beef/cabbage/potato.
And this?Bread/noodles/rice/dumplings/beef/chicken/cabbage.
What about these? They are hamburgers/pizza/tomatoes/mutton.
Step 2 Consociation and exploration
(1) Please look at the picture in 1a on Page 55 and discu them
in groups .Then match the words with the foods.
(2) OK? Let’s check your answers.Please look at the screen.
(Show PPT 9)
Step 3 Leading in
(1)、In many noodle houses, there are many kinds of noodles.
Then what kind of noodles would you like? (Show PPT
10---15)
Please look at this kind of noodles.Oh, beef and tomatoes,
they are beef and tomato noodles.I’d like them.
What’s more? Chicken、cabbage ，chicken and cabbage
noodles, I’d like chicken and cabbage noodles.
…Mutton、potato ，mutton and potato noodles.I’d
like mutton and potato noodles.
…Pork、cabbage ，pork and cabbage noodles.I’d
like pork and cabbage noodles
…Egg、tomato , egg and tomato noodles.I’d
like egg and tomato noodles
（2）、Now please look at the picture in 1a again.And discu
these specials in pairs.Then we’ll listen and check the
noodles that the people order.(Show PPT 16.Play the
recorder)
Let’s check the answer.It’s Special 1.
(PPT17.Show the tape scripts of 1b)
（3）、Now I’ll give you some time.Read aloud the tape scripts
of 1b.(PPT 18)
(4)、Practice the conversation in 1a with your partner.Then
make your own conversations.
Step 4 While-task
(1)、Please look at the picture in 2a, read the words by heart.
You must know what they mean.You can discu them in
pairs.
(2)、(Show PPT 19.Play the recorder)
Listen and check (√) the names of the foods you hear.
Let’s check the answer.It’s
1、
2、
4、
5、
6、
7、8.
(3)、Listen again.complete the sentences.（Part 2b）
(4)、(PPT21.Show the tape scripts of2a and 2b)
Step 5 Post-task.
(1)、I’ll give you some time to read aloud the tape scripts of
2a.You must learn it by heart.
(2)、(Ask some students to role-play the dialog.2c) Ask and
answer questions with your partner.Use the information
in 2a.
(3)、Role-play the conversation.Please look at the screen,
pay attention to the miing words, after a moment, I’ll
ask some students to fill in the blanks in pairs.
Step 6 Homework
(1)、Homework is to prepare a dialog.Student A is a
customer and Student B is a waiter/waitre.Order food
in a noodle house.The following sentences may help
you.(Show PPT26)
(2)、Practice the conversation on Page 56,2d
Language points.(Leave out)
Board Design.(Leave out)
2014-5-16
Inter-school Exchange Plan
Unit 10 I’d like some noodles.(Grade Seven)
Guji Middle School
Cheng Xinjun
Venue: Zhuanji Middle School
20-May-2014
九年级英语下册Unit6 Topic 2 Section
D教案(仁爱版) 本资料为woRD文档，请点击下载地址下载全文下载地址
SectionDneeds1period.SectionD需用1课时。
Themainactivitiesare1aand4.本课重点活动是1a和4。
Ⅰ.Aimsanddemands目标要求
.masternewwordandphrase:
fly,can’thelpdoing
2.SumupthesentencepatternsandusefulexpreionsinTopic2.
3.Improvelistening,speakingandwritingskillsofthestudents.
4.Goontalkingaboutartandliterature.
5.Learnaboutseverallitterateursandartistsathomeandabroad.
Ⅱ.Teachingaids教具
录音机/文学艺术作品/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1
Review第一步
复习
谈论艺术家及其作品，加深学生对艺术作品的理解。
.
T:Inthistopicwe
’velearnedsomeartistsandtheirworks.youcanappreciatetheirworks.Let’sdiscuthestylesoftheirworks.
T:whoisthisman?
Ss:HeisVincentvanGogh.
T:wherewashefrom?
Ss:HewasfromHolland.
T:whatdidhedo?
Ss:HewasagreatDutchartist.
T:what’shityle?
Ss:Hispaintingsexpretrongfeelings.Also,hispaintingsareverylivelywithbrightcolors.
T:Theyhavesomedifferentpointsthoughtheirpaintingsbelongtothesametype.whattypeofpaintingsdidtheypaint?
Ss:Theypaintedlandscapes.
T:whatarelandscapesabout?
Ss:Theyshowbeautifulscenes.
T:what’sthedifferencebetweentheirpaintings?
Ss:Thewaytheyshowthingsinthedistance.
T:whoisthisman?
Ss:HeisLeonardodaVinci.
T:wherewashefrom?
Ss:HewasfromItaly.
T:what’shismostfamouspicture?
Ss:monaLisa.
T:whattypedoesitbelongto?
Ss:Itbelongstoportrait.
T:whatareportraitsabout?
Ss:Theyareaboutpeople.
T:weknowthreetypesofpicturesnow.Pleasetellthemrespectivelyanddescribethem.
S1:Thisisaportrait.It
’sdrawnby….Inthispicture,wecansee...
S2:...
...
2. T:Inliteraturetherearemanyfamouscharacters.weknowmoreaboutthemonkeykingandHarryPotter.wecandiscuthemtogetheragain.
T:what’sthe
pictureabout?
Ss:It’sapictureofjourneytothewest.
T:whoisyourfavoritecharacterinthenovel?
Ss:Themonkeyking.
T:why?
Ss:Becauseheisverypowerful.Hewonmanybattleswithhisfriends.
T:whatareyoumostinterestedinabouthim?
Ss:Hecanchange.
T:yes.Hecanchange.Healwaysturnshimselfintootherthingsorpeople.Sometimesheturnshimselfintoasmallthing,amallasabee. T:Thisisapictureofanotherliterature
—HarryPotter.whoisyourfavoritecharacterinthenovel?
Ss:HarryPotter.
T:why?
Ss:Becauseheisverybrave,handsomeandkind.Hehasmanypowers.Hecanflyandwantstoprotecthisfriendsfromdanger.
3.
T:Tellotherswhoisyourfavoritecharacter.whydoyoulikehimorher?
S3:...
S4:...
4.
T:Thecharactersyoulikebestareallbrave,cleverorkind.Theyarealwaysthemain
charactersintheworks,wecallthemheroesorheroines.wecanlearnmuchaboutlife
fromtheirstories.
Step2
Presentation第二步
呈现
完成1a。通过活动培养学生的阅读能力。
.
T:Let’slistento1aandfindtheanswertothequestion:whoarementionedinthispaage?
2.
T:comparethesimilaritiesanddifferencesbetweenHarryPotterandthemonkeyking.youcandoitwithyourpartner.
Thesimilarities:canfly,bothbraveandclever.
Thedifferences:HarryPotter
themonkeyking
)supperpower
)funnybehavior
2)protecthisfriendsfromdanger
2)isgoodathiding
3)handsomeandkind
3)hidesbyturninghimselfintoasmalllivingthing
3.
T:Listentothetapeagainandreadafterit.Thenreadthepaagetogether.
Step3
consolidation第三步
巩固
巩固1a，并讨论1b。
.
T:ReadbyyourselvesanddescribeHarryPotterandthemonkeyking.
S1:HarryPotterhasmanypowers.Hecanflyandprotecthisfriendsfromdanger.Heisnotonlybrave,butalsohandsomeandkind.
S2:Themonkeykingisabravehero.Heisverycleverandfunny.Heoftenbehaveslikeachildandmakesuslaugh.Themonkeykingcanflyandheisgoodathiding.Hehides
byturninghimselfintosmalllivingthings,suchasabee.
2.
T:whoisyourfavoriteheroinliterature?Describetheherowithafewsentencestoyourpartner.
3. T:Theheroesyoumentionedareallverysucceful.Butwhosucceedsallbyhimself?
Ss:...
T:Noonecansucceedallbyhimself.Theyalwaysneedthehelpfromhisrelativesorfriends.onetreecantmakeaforest.wemustworktogetherwithothers.
onetreecan’tmakeaforest.
Step4
Practice第四步
练习
完成2和3。
.
T:Doyouknowthesepeople?Ifso,tellyourpartnerwhatyouknowabouttheirworks.youcanusethefollowingwordstohelpyou.
XuBeihong:Heiswell-knownfortraditionalpaintingsofhorses.HismostfamouspaintingsarecalledRunningHorses.Thehorsesinhispaintingsareverypowerfulandenergetic.
’BingXinisgoodatwritingnovelsforchildren.weallknowALettertotheyoungReadersandAnotherLettertotheyoungReaders.
williamShakespeareisknownforhisplaysandpoems.HismostfamouspoemisHamlet,andhismostfamousplayisRomeoandjuliet.Inthatplay,heshowsthegreattruelovebetweentwoyoungpeople.
LeonardodaVinciisknownfortheportraitofmonaLisa.Thesmileonherfaceisverymysterious,noonecancorrectlytellwhatkindofsmileitis.
T:Doyoulikepaintings?
Ss:Thatdependsonwhattypesofpaintingsyouaretalkingabout.
Thatdependsonwhattypesofpaintingsyouaretalkingabout.
T:Doyoulikeportraits?
Ss:No,Ilikelandscapesbetter.Theyshowbeautifulscenes.PerhapsthatisthereasonwhyIprefertopaintlandscapes.
PerhapsthatisthereasonwhyIprefertopaintlandscapes.
T:Doyoulikereadingbooks?
Ss:yes.wecanlearnmuchaboutlifebyreadinggoodbooks.
T:Fromthepaintingsandtheliterature,wecanlearnmuchaboutthesociety,thehistoryandsomepoliticalproblems.Thescientistsandthewritersareverygreat,theycanshowsomanythingstous.wemustlearnfromthem.
2.
T:Lookattheexpreions.Listentothetapeandreadafterit.
Step5
Project第五步
综合探究活动
完成4。以表格的形式对本话题内容进行总结。
.的图画，分析图画中所描述的内容，并标出正确的序号。)
T:Lookatthepicturesin4
andnumbertheminrightorder.
T:Let’slookatthesepictures.whocandescribethem?
S1:Themonkeykingisjumpingoutofastone.
S2:Theyfourgotothewesttogether.
S3:Themonkeykingisunderthemountain.
S4:Themonkeykingisfightingintheheaven.
S5:ThemonkeykingthanksXuanzang.
S6:Themonkeykinghasaspecialstick.
2.
T:Pleasefillintheform.
Name
works
Type
Style/Story
3.Homework
Findandappreciatesomeforeignartsandpoems.
九年级英语下册Unit6 Topic 1 Section
D教案(仁爱版) 本资料为woRD文档，请点击下载地址下载全文下载地址
SectionD
SectionDneeds1period.SectionD需用1课时。
Themainactivitiesare1aand4.本课重点活动是1a和4。
Ⅰ.Aimsanddemands目标要求
.mastersomenewwords:
television,advertisement
2.Reviewsomephraseslearntbefore:
haveaninfluence/positiveeffectsonsth.,spendsometimeon/doingsth.,keep…awayfrom,agreewith
3.TalkabouthowTVinfluencesourlives.
4.Summarizethe
contentsofthistopic.
5.Learnhowtomakeadebate.
Ⅱ.Teachingaids教具
录音机/磁带/一张蒙牛酸奶的广告/写有复习任务和阅读任务的小黑板
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1
Review第一步
复习
学生说出中西方文化中有关狗的描述。运用头脑风暴的形式复习所学的电视节目，呈现新词，为1a的学习作准备。
.
T:Let
’shaveacompetition:Saythesayingsaboutdogsinchineseandwesternculture.youcanaddyourownopinions.
S1:Inchina“ahomeledog”,“amaddog”,“arunningdog”and“adogcatchingamouse”havenegativemeanings.
S2:Inwesterncountries,dogsareconsideredhonestandgoodfriendsofhumans.… S3:Inwesterncountries,“youarealuckydog”
“
Everydoghasitsday
”meansyouarealuckyperson.meanseachpersonhasgoodluckattimes.
S4:…
2.
T:Reviewalltheprogramsthatwe’velearned.
TVprograms:TVplays,sporthows,talkshows,quizshows,newsreports,entertainmentshows,children
’sprograms,educationalprograms…
3. T:Now,let’sdiscuanotherTVprogram.It’scalledadvertisement.
advertisementn.广告
4.
T:DosomeexercisesandfillintheblankswiththephrasesthatIgiveyou.
T:Finishthetaskalone.S5
，cometotheblackboardandwritedownyouranswersonit.
T:Finished?
Ss:yes,wehave.
T:Let’scheckS5’sanswers.
Theanswersare:aluckydog
hasaninfluence
agreewith
spent...on/finishing
keeps...awayfrom
T:whenyoudotheexercises,youshouldmakeoutthemeaning ofeachsentenceatfirst,thenchoosetherightphrases,andatlastfillintheblankswithproperforms.
Step2
Presentation第二步
呈现
由1a的课文图片谈起电视。先完成1b，再学习1a。
.
T:Let
’sturntopage31.Lookatthepicture,S1,pleasedescribethepictureforus.
S1:ok.Thereisafamilyinthepicture.Thefather,themotherandthechildarewatchingTV.Theylookveryhappy.Ithinktheprogramisveryfunnybecauseallofthemaresmiling.
T:HowdidS1dothejob?
Ss:Great!
T:Televisionisapartofourlife.wealmostwatchTVeveryday.Soitplaysanimportantroleinourdailylife.Thinkcarefully!whatinfluencesdoestelevisionhaveonus?Therearesomestatementsinpart1bonpage31.judgewhichonesaregoodforus,andwhichonesarebadforus.write“A”foragreement,“D”fordisagreement.Finishthetaskinoneminute.
T:Haveyoufinished?
Ss:yes.
T:S2,whichonesdoyouagree?
S2:1,5,6and
7.
T:Doyouagreewithhim?
Ss:yes,wedo./No,wedon’t.
T:Indeed,televisionhasmanygoodinfluencesonus.Butwhatbadinfluencesdoesithaveonus?S3couldyoutelluomething?
S3:Someprogramsarenothealthy.
T:whatyousaidsoundsreasonable.
2.
T:Now,pleasereadthetextonpage31.Thenfillintheblanksontheblackboard.
GoodInfluences
BadInfluences
，T:Stophere,please.S4,whatgoodinfluenceshaveyoufoundinthetext?
S4:Increaseourknowledgeandchangethewaywelookattheworld.
Televisionisaperfectbaby-sitter.
Therearemanygoodprogramsforus.
Itisoneofthemostimportantwaysofgettinginformation.
T:Awonderfuljob!S5,whatbadinfluenceshaveyoufoundtelevisionsgiveus?
S5:Itkeepsusawayfromhealthyactivities.
Therearealsosomeunhealthyprograms.
T:Rightorwrong?
Ss:That’sright.
3.
T:Somephrasesareveryimportanttoyouandsomesentencesaretoodifficultforyoutounderstand.Pleasefindthemout.
haveahugeinfluenceon…对……有巨大影响
keep…awayfrom…远离……
besuitablefor…对……合适
Itspendsmoretimewithchildrenthanparentsdo.
NoteverythingonTVhaspositiveeffectsonviewers.
Step3
consolidation
第三步
巩固
巩固1a。
.
T:Now,listentothetape,payattentiontothepronunciationandintonation.
2.T:Furtherdiscuomequestionsaboutthetexteachother,thenI’llasksomestudentstoreportyouranswers.
Fillintheblanksafterreadingthetext:
Thetopicsentenceofthetextis
.
Themainideaofparagraph1andparagraph2is
.
Themainideaofparagraph3is
.
Thelastparagraphtellsus
.
T:Stophere!S1,wouldyouliketotry?
S1:ok.Letmetry.Thetopicsentenceofthetextisthattelevisionhasahugeinfluenceonourlives.Themainideaofparagraph1and2isadvantagesofwatchingTV.Themainideaofparagraph3isdisadvantagesofwatching
TV.Thelastparagraphtellsustochoosepropertelevisionprograms.
T:It’swonderfulofyoutofinishthejob.Thankyou.
Step4
Practice第四步
练习
完成活动2和3。
.
T:LookatUsefulexpreions.I
’llasktwostudentstodoit.onereadsthesesentences,theothertranslatesthemintochinese.
S1:…
S2:…
T:Good.Here“wouldratherdosth.thansth.”means“prefersth.tosth.”or“preferdoingsth.todoingsth.”
2.
T:we
’velearntmanyTVprogramsandsomedifferentculturesinchinaandwesterncountries.Inthiection,supposewelldesignanewTVprogram.whatwoulditbeabout?
S3:Iwouldratherdesignaprogramaboutcountrylife.
S4:we
’’dbetterdesignaprogramaboutcultureofchinaandwesterncountries.
T:Thatsoundsagoodidea.Let
’smakeit.whatnamedoyouthinkisthebest?
S5:HowaboutSkyforculture?
T:Itsoundsgood.Anythingelse?
S6:TalksonDifferentcultures.
T:whatdoyouthinkofTalksonDifferentcultures?
Ss:wewouldratherchooseTalksonDifferentculturesthanSkyforculture.
T:whatwillwediscuintheprogramTalksonDifferentcultures?Therearesomesuggestions:
Differentwaysofgreeting.
Differentemotionstowardsanimals,plantsandotherthings.
Doyouhaveanyothersuggestionstoadd?
S7:wecanalsoaddsomeproverbstoit.
S8:Sowemustcollectalotofinformationtodesignagoodprogram.
S9:Itmustbeinteresting.
Step5
Project第五步
综合探究活动
进行辩论活动，完成4。
.
T:Thetexttellsuomegoodandbadinfluencestelevisionhasonus.maybe,therearemanymoreinfluencesbesidestheabove.Now,let
’shaveadebateonthestatement:Televisionhasabadinfluenceonchildren.
Televisionhasabadinfluenceonchildren.
T:youaredividedintotwogroups.Group1agreeswiththeideaandyouaretheAffirmativeTeam.Group2disagreeswiththeideaandyouaretheNegativeTeam.Therearesomerulesforyou:
Eachteamhasthreespeakers.Butbothteamsdoresearchonthe
topicandtrytofindreasonsfortheirpointofview.
Thefirstspeakerfromeachteampresentstheirideas.
Thesecondspeakerfurtherarguesanddisagreeswiththeprevioupeakerfromtheotherteam.
Thethirdspeakerfromeachteamdisagreeswiththeotherteam’sideasfurther.
Speakersdebatethestatementfreely.
Thethirdspeakermakesasummaryofwhattheirteamhasargued.
Now,eachgroupdiscuesandwritesyourideasandreasonsonapieceofpaperandthengivesittoyourspeakers.
T:DebatebeginswiththeAffirmativeTeam,thentheNegativeTeam.
Example:
AffirmativeTeam
NegativeTeam
Firstspeaker
weagreewiththeidea:
Televisionhasabadinfluenceonchildren.
onthecontrast,wedisagreewiththeidea:Televisionhasnobadinfluenceonchildren.
Secondspeaker
weallknowthattherearemanyTVprograms.Butsomeareunhealthy.childrenwillactaswhattheysee.Televisionalsokeepsusawayfromhealthyactivities. wedisagreewiththeideabecausemostofuscanlearnmuchfromtelevision.Forexample,itcanincreaseourknowledge,helpuscollectinformationandmakeourlifeinterestingandcolorful.
Thirdspeaker
whiletelevisionmakesourlifeinterestingandcolorful,wewillalsolearnsomerudewordsandbadbehaviors,evenacceptsomeunhealthyideas.Forexample,whenachildseesacharacterwholikemoking,hewilllearntosmoke.
Idisagreewithyou.Therearemanyhealthyprograms,wecanrejecttheunhealthyones.Atthesametime,ourparentometimesgiveuomeadvicewhenwewatchTVtogether.
Summary
Badhabitsareformedgraduallywhilebadbehaviorsareactedatonce.Inaword,televisioncanthavenobadinfluenceonchildren.
obviously,televisionhasmoregoodinfluencesonourlife.wecan
’
’thavenodinnerjustbecauseofalittlecorninit.Sowecan’tsaytelevisionhasbadinfluenceonchildren.
2.Homework
T:Inthetopic,wevetalkedsomuchabouttelevision.Now,letsthinkaboutourselves,andwriteareporton“whatcanILearnfromTelevision?”.
’’
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